Didactic performance on professional practice classes in intercultural primary education degree: observational records and self-reports

Bazán-Ramírez A.; Mendoza-Valenzuela J.; Romero-Torres G.; Palomino-Miranda N.A. · Frontiers in Education (2026) · DOI: 10.3389/feduc.2026.1852054

Resumen

Introduction – Taking the interbehavioral model as a substantive theory, through an Observational Record of Didactic Performance (REODDI) system, using the LINCE software, six pairs of teacher-student didactic performances were coded. Methods – Videos were recorded of four different classes of subjects from the Professional Practice axis in a Primary Intercultural Education career, in the 8th, 9th and 10th cycles, in the southern highlands of Peru. Additionally, a seventh pair of categories on external organization of the class was included. Likewise, 85 students from those subjects responded to two self-report scales on teacher-student didactic performance, with 24 items organized in the six categories of the didactic performance model included in the REODDI. Results – Contingency tables of observational records showed a greater presence of interactions in the categories Illustration–Participation, and Evaluation–Application; the third most frequent pair was feedback–Improvement. The category Class Organization–Adjustment to Class Organization had a significant presence. The results with the students' self-report scales reflected a higher frequency of interactions in Illustration–Participation and in Explicit criteria–Identification of criteria. Feedback–Improvement was the third most frequent interaction, followed by Evaluation–Application. Discussion – Observational records allow us to identify interactions within the class, while self-reports allow us to assess the interactions of that course over–longer periods, for example, a school semester.

Instituciones: Universidad Nacional José María Arguedas